The data analysis procedure of the present study is guided by Hargreaves’ (2001) conceptual frameworks of emotional geographies and by Zembylas’s genealogy of emotions. The researcher draws from Hargreaves’ (2001, p. 1061) conceptual framework of emotional geographies of teaching, which he describes as
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the pattern of closeness and or distance of human interactions or relationships that help create or configure and colour the feelings and emotion about ourselves, our world and each other.
This conceptual framework assists the present study in responding to the first research question, which seeks to understand from the teachers’ viewpoint how they have emotionally experienced curricular reforms. The genealogy of emotions described by Zembylas (2003b) will assist this study to answer the second research question, which seeks to understand how teachers have coped with and responded to curricular changes.
2.5.1. Emotional geographies
Hargreaves’ (2001) conceptual framework of emotional geographies is rooted in social construction which emphasizes forms of distance and closeness in people’s interactions or relationships that support or threaten basic emotional bonds and understandings.
Hargreaves outlines five emotional geographies of distance namely, moral, professional, physical, socio-cultural and political distance. The researcher adopts all five emotional geographies to analyse the data in the present study.
According to Hargreaves (2001) the moral distance is described as the distance that is maintained when teachers achieve their goals or purpose. In such situations, they experience positive emotions; feeling happy and satisfied with themselves. Furthermore, under such conditions, they would want to try something new and take risks because of their successful experiences, which enhance their confidence (Mukeredzi, 2014).
The professional distance described by Hargreaves (2001) is the distance or closeness between the teacher and the instructional knowledge, expertise and the professional judgements. A teacher perceives him/herself as well-versed in his/her subject. When teachers are questioned about their practices and feel that they are not professionally trusted by parents, learners or other teachers, then negative feelings are experienced.
Teachers would then retreat and, among other things, resist curricular changes. However, if the relationship between teachers as colleagues, and between teachers and departmental officials are good, then teachers are willing to involve themselves and to work hard to
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implement curricular changes. There are however teachers who, despite professional neglect, manage to pull through for the benefit of the learners.
The physical distance is described as the degree of proximity, intensity, frequency and continuity in interactions, which create certain emotions and reactions. During the implementation of a reform initiative, the relative closeness or distance of people - in terms of their physical distance as it is understood by Hargreaves - may result in varied behaviours and responses to the changes. Hargreaves (2001, p. 1062) further contends that the “emotional geographies of human interactions are not only physical. We can feel distant from the people right next to us, yet close to loved ones who are mile away.” As a result, teachers in the same school, teaching within the same subject, may have different emotional experiences due to the subjective nature of emotions.
“Teachers are socio-culturally distanced from many of their students and their families.”
(Hargreaves, 2001, p. 1062). Culture is evolving and consequently the cultures of teachers and the students, as well as parents, differ. In the same vein, Zembylas (2003b) contends that in a given society, there will be cultural structures which predict socially acceptable behaviours. These socio-cultural behaviours and differences result in teachers, parents, and learners not understanding each other. As a consequence, this incomprehension may lead to a biased and stereotyped perception about each other. When parents don’t support their children, teachers make assumptions as to the causes for their inactive role in their children’s school life (Zembylas, 2010; Hargreaves, 2001). This distance that is created between teachers, learners and the parents due to their socio-cultural differences, Hargreaves (2001) refers to as the socio-cultural distance.
“Emotions are bound up with people’s experiences of power and powerlessness”
(Hargreaves, 2001, p. 1072). This may mean that when teachers are given an opportunity to be part of decision making in matters regarding curricular changes, their emotions will be affected in different ways. Zembylas (2003b) conceptualises emotions as a discourse, and defines emotions not only as personal, psychological or social experiences but also as political experiences. This implies that how one’s workplace is managed, controlled and directed will influence how one responds to any reforms introduced. Hargreaves (2001) further postulates that when teachers claim that their powers have been reduced, they become anxious and fearful. However, if their position has been given more power,
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feelings of happiness are experienced. In schools when teachers are led by principals who are not supportive and who are authoritarian, teachers experience feelings of powerlessness. Keltchermans (2005) affirms that teacher emotions cannot be separated from the issues of power and politics because teacher emotions direct the teacher’s capacity to achieve what they feel is good teaching, regardless of what is prescribed by policy.
This view helps to explain how teachers feel when curricular changes are effected and how emotions are constructed when teachers are interacting with their environment (their world) which is characterised by reforms. It also helps in analysing teachers’ responses to change.
2.5.2. The genealogy of emotions
Genealogies of teachers’ emotions describe events, objects, and persons and the relationships among them... and the ways in which these emotions are experienced in relation to the teacher-self (individual reality), the others (social interactions) and the school culture in general (socio-political context) (Zembylas, 2003b, p. 83).
Zembylas (2003a; 2003b) contends that emotions result from the interactions between teachers and their environment. If teachers achieve their goals, and they get a positive response in their engagement with learners, parents and other colleagues; they then become encouraged and experience positive emotions.
According to Zembylas’ conceptual framework (2003b), the individual reality describes how teachers experience and express emotions, the social interactions describe how teachers engage with their emotions in their social interaction with others, while the socio- political context shows how issues of power and culture influence the relationship between teachers, learners and their school environment. The socio-political context describes how the social and cultural influences shape teachers’ emotions, and also influences how teachers respond to and cope with curricular changes. The socio-political context may also encompass the school rules, policies and the norms of the school (Naidoo, 2014). The three levels of this framework are used in this study to examine the influence of teacher emotions on how teachers adapt and respond to curricular changes in their teaching.
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Furthermore, Zembylas’ framework of the genealogy of emotions outlines how “teachers’
emotions can become sites of resistance and self-transformation” (2003b, p. 213). This implies that teachers are prompted to display certain appropriate and inappropriate behaviours – the latter can be seen as resisting implementing curricular reforms. In some instances, teachers respond to curricular reforms as opportunities for empowerment and self-development. In other words, “emotional rules serve to control and regulate the emotional expressions of teachers” (Naidoo, 2014, p. 57). Teachers’ behaviours are guided by emotional rules; hence some of the responses will be viewed as inappropriate. In this study, the researcher adopts Zembylas’ genealogies of emotions in teaching as a suitable framework to examine, understand and analyse how the individual realities, social interactions and socio-political context influence teachers’ responses to curricular changes in Grade 11 Life Sciences teaching. Zembylas genealogies of emotions therefore assist in answering the second research question of the study.